I guess you heard by now that the dorm burned down. We were all in the basement smoking marijuana, and I guess somehow we set the dorm on fire. But no one was hurt, and we got most of our belongings out in time. Oh, and I’m getting married soon. You see, I have to, because I’m going to have a baby… you’ll meet Bob soon, he’s got a really swell Harley…
Actually… I’m not pregnant, and I don’t even know anyone named Bob… and I’m not going to get married. There was no fire and wouldn’t know what to do with marijuana… but I did flunk chemistry, and I just wanted you to be able to put it into perspective!
Your daughter
Take it to the Next Level
Perspective plays a big role in how we respond to things. How would we view the circumstances of life differently if we were to have God’s perspective? Would the same things still be important? Would some things suddenly have greater significance?
Isaiah 55:8-9 “For my thoughts are not your thoughts, neither are your ways my ways, saith the LORD. For as the heavens are higher than the earth, so are my ways higher than your ways, and my thoughts than your thoughts.”
How do we gain God’s perspective:
Prayer
Understand the heart and character of God (Psalms 103:8-12)
This 170 page resource not only provides 52 of the world’s most popular group icebreaker activities and games, but also includes lesson ideas and discussion questions to smoothly transition into conversations about the issues common to most groups.
Paul, the apostle said, “I have become all things to all men that by all means I may save some.” ( I Cor. 9:19-23) Paul was a master at learning how to communicate in terms that were most contextually effective. Good teachers and leaders spend as much time considering the needs of their youth as they do in planning the content for their lessons. The best teachers have learned to teach in the way they LEARNERS prefer, rather than according to their PERSONAL learning styles.
Characteristics of Right Brain Oriented Thinkers
Prefer to learn through their emotions (intuitive senses)
Prefer to learn through a problem solving approach (Prefer inductive learning (moving from real-life to theory) rather than a deductive approach (moving from theory to application)
Prefer examples, demonstrations, and case studies rather than studying theories
Respond more to an emotional presentation that provides more inspiration than information
More interested in how ideas are presented and by whom than the content which is given
More contextually dependent in their approach to problem solving (More focused on the situation rather than rules and principles; more experiential in solving problems than abstract)
Prefer to learn by doing rather than listening to others teach
Prefer to follow the examples of people who they feel can be trusted
More interested in relationships than almost any other thing
Willing to follow leaders regardless of their character faults
Need to feel accepted, liked and approved
Skilled in presenting oneself in a socially approved and diplomatic manner
Need attention, recognition and public support (compliments, emotional reinforcement, public affirmation)
Able and willing to compensate for others’ weaknesses, shortcomings or deficiencies because of their emotional empathy
Need positive reinforcement, respect and recognition before cooperation is given
Prefer intuitive, sensory and experiential decision-making that is reinforced by the group
Prefer to look at similarities and comparisons
Prefers open-ended experiments that allow for creativity
Respond best to demonstrated instruction
Draw upon qualitative patterns in people that are not sequential, but are indicative of one’s felt images
Prefer information to be given in verbal and personal presentations
Tend to be subjective
Freely express feelings
Rely mostly on images in thinking and remembering
Prefer the authority of their group rather than of an individual
Solve problems with hunches and previous patterns observed in people or groups
Characteristics of Left Brain Oriented Thinkers
Prefer to learn through the use of principles (deductive) rather than through a problem-solving approach (inductive) or a trial and error method.
Prefer to understand the principles of how and why things work rather than looking at a variety of examples, demonstrations or case studies
Generally more responsive to an analytical presentation of the facts that are supported with solid results
The quality, breadth, depth and relevance of the content is more important than how it is presented
More contextually independent
Prefer to learn from experts in the field
Prefers to explore new ways of improving on old models
More interested in accomplishing tasks
More willing to follow leaders that measure up to their character, mental and productivity standards
Need to feel a sense of accomplishment
Skilled in presenting information in a qualitative and quantitative manner
Craves a sense of empowerment through the accomplishing of set goals
Able and willing to compensate for others’ weakness, shortcoming and deficiencies because of their commitment to the greater goals
Best dealt with through assistance in helping one to complete goals
Need authority, resources and freedom to allow one to carry out goals
Prefer rational, analytical and deductive decision-making that may or may not be supported by the group
Prefers to look at differences and contrasts
Is more theoretical in solving problems
Prefer controlled experiments
Respond best to oral and written instruction
Prefer information to be given in written instruction
Objective tendencies
Control feelings most of the time
Relies on written instruction in thinking and remembering
Prefer hierarchical authority
Solve problems logically, methodically, and sequentially by looking at the parts of people or things
MORE IDEAS? See “Creative Object Lessons”
200 page e-book that explains everything you need to know when planning your very own object lessons. It contains 90 fully developed object lesson ideas and another 200 object lesson starter ideas based on Biblical idioms and Names / Descriptions of God.
salt, pepper, lemon juice, hot sauce, diced onions, food coloring, coke, prune juice, ketchup, mayonnaise, mustard, milk, soy sauce, BBQ sauce and anything else you can find to make he most disgusting concoction you can think of. Also have some sweet additions like honey, candy sprinkles, chocolate syrup, or sugar and some bottled water.
Description
Good works doesn’t get you into heaven. But good works are our response to salvation by faith. We are created in Christ Jesus for good works. You can use this as an object lesson or as a children’s sermon!
What to do
As the youth watch, mix the most disgusting concoction of ingredients you can (minus the sweet ingredients)
Ask if anyone wants to volunteer to drink the mixture. (You might have someone willing, if so, just tell them you don’t want to be responsible for them getting sick!)
Now add some of the “good” things to the mixture.
Ask, “Does adding the good things remove the bad things?” (Of course not, it might dilute them or make them a little less disgusting, but they are still there.) Sin is disgusting to God. Even though we can make excuses for ourselves, or do good things to try to make up for them, nothing we can do will ever remove the sin in our lives. Scripture says we are without excuse.
Sin is similar to a very deadly poison. Scripture tells us, even the smallest amount, leads to death. Some people believe that if we do enough good it will take away the bad things we do.
Ask, “Do you want to drink this mixture now that we added good things?” (No.)
We cannot do good things to take away the sin. ONLY trust in Jesus can take away our sin. We must believe and have faith in Christ. When we put our life into his hands, through belief, he cleanses us from all sin and unrighteousness.
Pour clean, fresh water into the second glass and explain that when we ask Jesus, he gives us what the Bible calls living water.
So faith in Christ is the anecdote to the sin that poisons our life and poisons our relationship with God. But what is faith?
Set both glasses in front of the youth and ask for a volunteer that trusts you. Explain, that you are going to blindfold the volunteer and give them a drink. Do they have enough faith in you that you will give them the glass of water rather than the glass with the disgusting contents?
Blindfold the volunteer. Hand him or her the cup of water. Ask if they really, really trust you. Encourage them to take a drink.
As you remove the blindfold, explain that God says those who are thirsty for righteousness will be happy (Matt 5:6). In this experiment, it didn’t matter how much faith they had in you as long as they were willing to act on that faith, to place their trust in you. What really mattered, is how faithful you were to them. The same is true for our faith in Christ. With whatever faith you have, give your life into his hands, and because he is eternally faithful, he will take care of you!
Finish by reading Psalm 34:8 “Taste and see that the Lord is Good!”
MORE IDEAS? See “Creative Object Lessons”
200 page e-book that explains everything you need to know when planning your very own object lessons. It contains 90 fully developed object lesson ideas and another 200 object lesson starter ideas based on Biblical idioms and Names / Descriptions of God. Learn More…
This 170 page resource not only provides 52 of the world’s most popular group icebreaker activities and games, but also includes lesson ideas and discussion questions to smoothly transition into conversations about the issues common to most groups.
Creative Youth ideas: 1700+ Resources for youth leaders, pastors, ministers to help plan camps, retreats, and meetings using games, illustrations, Children's Worship, Bible Studies, object lessons, sermons, creative ideas,creative activities
Icebreakers Ahead: Take It To the Next Level
